Dr Liam Gearon

Senior Research Fellow; Associate Professor of Religious Education

 

Dr Liam Francis Gearon is an Associate Professor in the Department of Education and Senior Research Fellow at Harris Manchester College, University of Oxford.

A philosopher and theorist of education specialising in the epistemological foundations of contemporary religious education, theories of religion as social and cultural critique, and the interdisciplinary bridging of citizenship, human rights and religious education in inter-cultural and inter-religious contexts, arguably his most significant theoretical contributions are conceptualisations of the ‘paradigms of contemporary religious education’, ‘the counter-terrorist classroom’, the use of securitisation theory to model ‘the counter-terrorist campus’, and the conceptualisation and critiquing of the ‘politicisation and securitisation of religion in education’.

With a published doctorate in English Literature, he is the author and or editor of over thirty books and seventy peer-review articles and chapters in a multiple range of disciplines, including the arts, literature and philosophy, theology and political theology, as well as citizenship, human rights and religious education. His scholarship and funded research (Arts and Humanities Research Council, British Academy, Leverhulme Trust, Philosophy of Education Society of Great Britain, Society for Educational Studies) transgresses boundaries between but interconnects the arts, humanities and social sciences, enabling new theoretical directions and research collaborations to create problem-solving frameworks for interdisciplinary investigation.

Dr Gearon also concurrently holds two honorary professorships in Australia, as Adjunct Professor at the Australian Catholic University and as Conjoint (Full) Professor at the University of Newcastle, New South Wales. He was formerly Professor of Education at the University of Roehampton and Research Professor at the Faculty of Education, University of Plymouth.

A Fellow of the Higher Education Academy (FHEA) and Fellow of the Royal Society of Arts (FRSA), Liam is an appointed member of both the Arts and Humanities Research Council (AHRC) Peer Review College and the Economic and Social Research Council (ESRC) Peer Review College as well as serving on the Peer Review College of Research Councils UK Global Challenges Research Fund (GCRF) with a budget of £1.5 billion over five years. As Principal Investigator he has undertaken funded research for the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies.

Liam has guest edited five international peer-review journals: the British Journal of Children’s Spirituality (2006) for a special issue on children’s rights; the British Journal of Religious Education (2008) for a special issue on religion, human rights and education;  Education Research International (2012), with co-editors Kirsi Tirri (Finland), Terry Lovat (Australia) and Elizabeth Campbell (Canada) for a special issue on the moral core of teaching; and most recently the British Journal of Educational Studies (2015) for a special issue on Education, Security and Intelligence Studies, and, with co-editor Emma Williams, the Journal of Philosophy of Education (2018) for a special issue on Philosophy, Literature and Education.

He has delivered keynote lectures, seminars and colloquia in Australia, Austria, Canada, Dubai, Finland, France, Germany, Greece, Georgia (former Soviet Union), Hong Kong, Hungary, Ireland, Israel, Japan, the Netherlands, Norway, Portugal, South Africa, Spain, South Korea, Sweden, Turkey and the United States.

For over two decades, then, Liam Gearon’s theoretical work has provided a critical analysis and framework for curriculum engagement of the complex interface of religion, politics and education, notably in citizenship, social justice, human rights and values education (Arthur, Sears and Gearon 2010; De Souza, Durka, Engebretson and Gearon 2010; Gearon 2001; 2002a; 2002b; 2003; 2006; 2016; Gearon and Prud’homme 2017; Kuusisto and Gearon, 2017; Mason, Gearon and Valkanova 2006). With the introduction of Citizenship into the UK National Curriculum his textbook for teacher educators was the first and now in its third fully revised edition remains the standard work for the interdisciplinary incorporation of political themes in education (Gearon, 2003; 2007; 2010; 2014).

A consistent emphasis on global legislative systems and macro-analysis (Gearon 2001; 2002a; 2002b; 2016), have been particularly significant and have led to invitations to guest edit peer-review journals on: children’s rights (Gearon 2006); religion, human rights and education (Gearon 2008) and the moral core of teaching (Tirri, Campbell, Gearon and Lovat (2012). One of twelve international experts to draft the UNESCO Guidelines on Cultural Understanding (UNESCO, 2006; 2006a), he was appointed General Rapporteur for the 60th Anniversary Commemoration of the Universal Declaration of Human Rights for delegates from five continents at UNESCO Headquarters, Paris (UNESCO 2011; http://unesdoc.unesco.org/images/0021/002108/210895e.pdf). His most recent co-authored book, State Religious Education (Gearon and Prud’homme, 2017) is a comparative legislative and political analysis of the role of religion in the UK and USA.

As noted by the Expert Group on Learning, Culture and Interventions at the Faculty of Educational Sciences at the University of Helsinki, this collaborative interdisciplinary work extends to empirical studies of values in and beyond formal educational contexts, notably the (also 2017) publication of Value Learning Trajectories: Theory, Method, Context co-edited with Docent Dr Arniika Kuusisto of the University of Helsinki and launched at our invited symposium at the European Association for Research on Learning and Instruction (EARLI) conference, Tampere, Finland, Value Learning Trajectories: Theory, Method, Context provides a theoretical, methodological and contextual framing of value learning alongside individual life trajectories in a diverse range of international educational settings. It brings together philosophical approaches on value learning with empirical research findings from Australia, Austria, Ethiopia, Estonia, Finland, Germany, Iran, the Netherlands and the United Kingdom. A critical interdisciplinary bridge between value learning and life trajectory research, the volume gathers together contributions from leading and emergent researchers to facilitate evidence-informed insights and future collaborations in the field.

(https://www.helsinki.fi/en/researchgroups/learning-culture-and-interventions/about-the-group; and https://www.helsinki.fi/en/news/new-book-edited-by-arniika-kuusisto-and-liam-gearon).

At the University of Oxford (with Alis Oancea) he co-convenes the Philosophy, Religion and Education Research Forum, having in 2010 founded the research group. Research interests in philosophy, religion and education here cross socio-cultural and geopolitical boundaries and contexts and include empirical, methodological and theoretical work on citizenship and religion in education; political theology; historical and literary approaches to the study of religion in education. Since its origins the research group has made a strong interdisciplinary contribution to the research culture of Department and University. The Forum’s activity is enhanced by collaboration with the Philosophy of Education Society of Great Britain and Liam is (with Emma Williams co-guest-editor of the Society’s Journal of Philosophy of Education for a Special Issue on Philosophy, Literature and Education, based on prior colloquia and a seminar series funded by the Philosophy of Education Society of Great Britain through their large research grant scheme.

Amongst Liam’s most prominent intellectual achievements has been prize-winning work in the philosophy and theory of religious education, notably his critical analysis of the post-Enlightenment epistemological foundations of contemporary religion in education, his MasterClass (Gearon 2013) forwarding a notional framework termed ‘the paradigms of religious education’ (Gearon, 2013; 2014; 2014a; 2015; 2017), with On Holy Ground (Gearon 2014; 2015) a systematic history of ideas analysis of the epistemological roots of modern religious education being awarded the Society of Educational Studies 2015 National Book Award at the British Academy.

The ‘paradigms of religious education’ have, along with his theorisation of a ‘politicisation and securitisation of religion in education’ (Gearon, 2012; 2013; 2014; 2014a; 2015; 2017), prompted international dispute now framed as the Gearon-Jackson debate featuring in leading journals such as British Journal of Educational Studies (Gearon 2017; 2017a; Jackson 2015; 2015a; Lewin 2017).

He has developed these themes of the politicisation and securitisation of education more broadly, advancing a theoretical and methodological research framing for a refined analysis of the interdisciplinary interface of education, security and intelligence studies, with specific interests in the contemporary relationships between universities and the security and intelligence agencies, using securitisation theory to frame a three-fold (covert, overt, overt-covert) model of the ‘securitised university’ (Gearon, 2013; 2015; 2017; 2017a). Thus, in an era of intensified international terror universities have been increasingly drawn into the arena of locating, monitoring and preventing such threats, drawing universities into much disputed counter-radicalisation and counter-terrorist partnerships, often involving covert relationships with the security and intelligence agencies. Yet the relationship between universities and the security and intelligence agencies is wider and deeper. Universities are critical sources for the overt commissioning of security-sensitive research, the ongoing recruitment of staff and students for covert security and intelligence agency work and employment, all prompting debate over of academic freedom, integrity and professional. These themes are addressed at the Oriel Colloquium on Education, Security and Intelligence Studies, 21-22 September 2017, at Oriel College, University of Oxford.

This event reflects an important landmark in Gearon’s programme of inter-disciplinary innovation at the interface of education, security and intelligence studies, including the Annual Seminar of the Society for Educational Studies at the British Academy (November 2015), guest editorship of the British Journal of Educational Studies, the 2016 funded seminar series Education, Security and Intelligence Studies. The Colloquium sees the launch of Gearon (Ed.) (2017) Education, Security and Intelligence Studies and notification of the forthcoming Gearon (Ed.) (2018) Routledge International Handbook of Universities, Security and Intelligence Studies.

Selected invitation/keynote lectures, seminar series and colloquia

September 2017: Convenor of the Oriel Colloquium on Universities, Security and Intelligence Studies, 21-22 at Oriel College, University of Oxford

This event reflects an important landmark in a programme of inter-disciplinary innovation at the interface of education, security and intelligence studies, including the Annual Seminar of the Society for Educational Studies at the British Academy (November 2015), guest editorship of the British Journal of Educational Studies, the 2016 funded seminar series Education, Security and Intelligence Studies. The Colloquium sees the launch of Gearon (Ed.) (2017) Education, Security and Intelligence Studies and notification of the forthcoming Gearon (Ed.) (2018) Routledge International Handbook of Universities, Security and Intelligence Studies.

Keynote speakers at the Oriel Colloquium include: Professor Christopher Andrew (Emeritus Professor of Modern History, University of Cambridge, and official historian of MI5); Professor Loch K. Johnson (Regents Professor of Public and International Affairs, University of Georgia, author or editor of thirty books on security and intelligence studies, including The Oxford Handbook of National Security Intelligence); Sir David Omand, former Director of GCHQ; and Professor John R. Ferris, newly appointed official historian of GCHQ.

As well as a multi-disciplinary range of leading academics in security and intelligence studies, speakers include security and intelligence professionals, notably the former Senior Defence Economist to NATO and Adviser to the 12th NATO General Secretary; a speaker on national security resilience and counter-terrorism from the Royal United Services Institute (RUSI), Whitehall; a Senior Officer of Military Intelligence at the United States Military Academy West Point; colleagues from Boston College will be talking with the FBI on university-intelligence service relations and cyber security; a former senior MI6 officer and Cold War diplomat (Berlin Station); a former CIA Intelligence Officer (to speak  on the International Association for Intelligence Education); former Chief Scientific Officer at the Home Office; the British Council; the Cabinet Office (Civil Contingencies Secretariat); the Foreign Office (National Security Directorate);; amongst others.

The Colloquium maintains also a special interest in the security and intelligence aspects of the arts, humanities and literature. Presiding over this section is my old friend Dr Alastair Niven LVO, OBE, a judge of the Booker Prize for Fiction in 1994 and of the Man Booker Prize in 2014, former Principal of Cumberland Lodge Windsor and President of English PEN, Alastair also uniquely held posts as Director of Literature at the Arts Council of Great Britain and Director of Literature at the British Council. Andrew Lownie, literary agent and author of Stalin’s Englishman, will be presenting in this section; as will Bill Hamilton, literary agent for the estate of George Orwell.

August 2017: Invited symposium with Arniika Kuusisto: ‘Value Learning Trajectories: Theory, Method, Context, European Association for Research on Learning and Instruction (EARLI), University of Tampere, Finland.

This event was also the occasion for the book launch of Kuusisto & Gearon (Eds.) Value Learning Trajectories: Theory, Method, Context (Waxmann, 2017), an interdisciplinary and international venture published with the support of the European Association for Research on Learning and Instruction (EARLI) Special Interest Group 19: Religious and Spiritual Education and for Arniika Kuusisto funding through the Academy of Finland. In this book we co-author three substantial chapters establishing fresh new directions in the theoretical, methodological and contextual understanding as well as practical, empirical approaches to values research in relation to life trajectory and life biographies: Gearon and Kuusisto (2017) ‘On Theory: Framing Value Learning in Life Trajectory Research’; Kuusisto and Gearon (2017) ‘On Method: Researching Value Learning and Life Trajectories – Dialogue, Diversity and Inter-Disciplinarity’; Gearon and Kuusisto (2017) ‘On Context: Value Learning and Life Trajectories Research In Situ – Historical-Political Systems, Spectrums of Value, Biographical Positionings’. Our Value Learning Trajectories: Theory, Method, Context is an innovative cross-disciplinary collection with contributing empirical researchers from several European countries, as well as from Australia, Ethiopia and Iran

July 2017: Keynote lecture, ‘Counter-Terrorism on Campus: – Deep Background to Prevent – What is the relationship between schools/ universities and the security and intelligence agencies?’ Counter-Terrorism Delphi Conference, University of St. Mark and St. John.

June 2017: US Military Academy Office Cadets presentation on ethics, convened by Major Scott Parson, US Military Intelligence, US Military Academy, hosted at Pembroke College, University of Oxford.

March 2017: Invited guest – at the invitation of Boston College and the FBI, First Boston College Conference on Cybersecurity, with Hon James Comey, Director of the Federal Bureau of Investigations (FBI).

October 2016: Invited lecture, ‘The Politicization and Securitization of Religion in Education: A Response to a Rejoinder’, Friedrich-Alexander-Universität Erlangen-Nürnberg, Philosophische Fakultät und Fachbereich Theologie, 12th International Nuremberg Forum 2016 ‘Public Theology – Religion – Education. Interreligious Perspectives’ http://www.nuernberger-forum.uni-erlangen.org/Forum2016/Abstracts/abstract_gearon.pdf

2016: Awarded the 2016 Society for Educational Studies Seminar Series Award to advance a multi-disciplinary and multi-institution programme on education, security and intelligence studies. Key collaborators and their themes were:

  • The Oxford Intelligence Group, Nuffield College, Oxford on ‘Forensic and Open Source Intelligence: Social Science Methodologies’ (7 June 2016)
  • Department of Politics, Languages and International Studies with the Department of Education, University of Bath on ‘Education, Security and Society’ (27 June 2016)
  • University of East London on ‘Universities and Security Research: A Fragile Relationship?’ (16 November 2016)
  • The Royal United Services Institute for Defence and Security (RUSI), Whitehall, on ‘Security and the Arts and Humanities’ (21 November 2016)
  • The Centre for Security and Intelligence Studies at the University of Buckingham (BUCSIS) on ‘Universities, Academic Research and Britain’s National Security’ (5 December 2016)

The focused programme of seminars has now successfully undertaken their intended work of advancing knowledge and research agendas across the theme.

December 2015: Convener with Emma Williams of the Philosophy of Education Society of Great Britain funded seminar series on Philosophy, Literature and Education, Inaugural seminar: An Ancient Quarrel, Harris Manchester College, University of Oxford

February 2016: Convener with Emma Williams of the Philosophy of Education Society of Great Britain funded seminar series on Philosophy, Literature and Education, Seminar Two: Themes:

  • The philosophical and educational potential of the political novel
  • The uses of literature (and other dramatic genres) in effecting moral, social and political change
  • Powerful writing: its uses and abuses in educational contexts

University of Warwick

May 2016: Convener with Emma Williams of the Philosophy of Education Society of Great Britain funded seminar series on Philosophy, Literature and Education, Closing Seminar: Lessons from Dystopia: Literature, Political Philosophy and Citizenship Education, British Academy, London

May 2016: ‘Writers and their Dictators: Authors. Citizens, Educators’ seminar presentation to the closing seminar Philosophy of Education Society of Great Britain funded seminar series on Philosophy, Literature and Education, British Academy, London.

November 2015: Convener, Annual Seminar, Society for Educational Studies, ‘Education, Security and Intelligence Studies’, British Academy.

January 2015: ‘On Holy Ground’, Invited public research seminar, University of Exeter.

October 2014: ‘On Holy Ground’, Inaugural Lecture, Irish Centre for Catholic Studies, Mary Immaculate College, Limerick, Ireland.

May 2014 Plenary speaker, ‘MasterClass in Religious Education’, Evangelisch-Theologische Fakultät der Universität Wien, Institut für Religionspädagogik, Wien, Vienna University.

March 2014: Lead for symposium on Philosophy, Literature and Education with Prof RD Smith (Durham), Prof Robert Davies (Glasgow), Prof James Conroy (Glasgow) and Prof Sharon Todd (Stockholm), Philosophy of Education Society of Great Britain, New College, Oxford.

February 2014: Visiting lecturer, Education and the Arts, University of Navarra, Spain.

November 2013: ‘On Holy Ground’, Invited research seminar, School of Education, University of Exeter.

November 2013: ‘On Holy Ground’, keynote, colloquium, Broken Bay Institute, Sydney, Australia.

June 2013: ‘Writers and their Dictators: authors, citizens, educators’, Washington College summer school, Oriel College, Oxford.

May 2013: ‘Writers and their Dictators: authors, citizens, educators’, at the invitation of Professor Concepción Naval, 2012-13 Oliver Smithies Visiting Fellow and Lecturer at Balliol College, a contribution to the Oliver Smithies lectures, Balliol College, Oxford.

May 2012: Invited presentation, ‘Religion and Education: Conflict or Congruence?’ for ‘Religion, Conflict and Global Governance’, jointly convened by the Centre for International Studies, the Academic Council for the United Nations System and the Center for Sustainable Development & International Peace at the Josef Korbel School of International Studies, University of Oxford.

March-April 2012: Harry Ransom Humanities Research Centre, Leverhulme Research Fellowship funded archival research, University of Texas at Austin, USA.

February 2012: Keynote, Annual Cardinal Winning Lecture, University of Glasgow.

October 2011: Keynote, ‘Education for democratic citizenship – a role for the churches?’ Conference of European Churches, Strasbourg, France.

June 2011: Public seminar, ‘Writers and their Dictators’, Department of Education, University of Oxford.

May 2011: Keynote, ‘The King James Version and the Politics of Religious Education:  England and the United States in Comparative Historical Perspective 1611-2011’, University of Sheffield.

February 2011: Harry Ransom Humanities Research Centre, Leverhulme Research Fellowship funded archival research, University of Texas at Austin, USA.

December 2010: Keynote/ expert seminar: ‘Religion, State and State Education’, Dubai.

August 2010: ‘Religion, Education and Extremism: Counter Terrorism in the
Classroom’, European Educational Research Association, Helsinki, Finland.

July 2010: Plenary/ keynote, ‘Freedom of Religion or Belief’, ISREV, Ottawa, Canada.

November 2009: ‘Totalitarianism and Education’, Inaugural Professorial Lecture, University of Plymouth.

September 2009: ‘The Totalitarian Imagination’, European Educational Research Association Conference, Vienna, Austria.

June, 2009: ‘The Role of Religion as a Freedom of Expression Campaign Issue in the History of English PEN’, Hong Kong Institute of Education, Hong Kong.

May 2009: Harry Ransom Humanities Research Centre, British Academy funded archival research, University of Texas at Austin, USA.

April 2009: Invited speaker, Annual Research Seminar of the Faculty of Educational Sciences, North West University, Potchefstroom, South Africa.

December 2008: For UNESCO:  From Universal Declaration to World Programme: 1948-2008: 60 Years of Human Rights Education  General Rapporteur, International Commemorative Meeting to Mark 60th Anniversary UN Universal Declaration of Human Rights, 10-11 December 2008, UNESCO Headquarters Paris.

Featured Publications

Books

Authored Books

Gearon, L. and Prud’homme, J. (2017, in press) State Religious Education and the State of the Religious Life. Eugene, Oregon: Wipf and Stock.

Gearon, L. (2015) On Holy Ground: The Theory and Practice of Religious Education. London and New York: Routledge Research in Education, pp. 1-224.

Gearon L. (2015) Religious Authority and the Arts: Conversations in Political Theology [AHRC research grant, Political Theologies, 2010-2012], Washington College Studies in Religion, Politics and Culture, volume 5, New York: Peter Lang, pp. 1-286.

Gearon, L. (2014) On Holy Ground: The Theory and Practice of Religious Education. London and New York: Routledge Research in Education, pp 1-224. [Winner of second prize in the annual book award for the Society for Educational Studies, http://www.soc-for-ed-studies.org.uk/grants/#annualprizes]

Gearon, L. (2013) Religious Education MasterClass London and New York: Bloomsbury Academic, pp. 1-207. [Commissioned book series from the Faculty of Education, University of Cambridge.]

Arthur, J., Gearon, L., and Sears, A. (2010) Education, Politics and Religion: Reconciling the Civil and the Sacred in Education. London and New York: Routledge, pp. 1-167.

Gearon, L. (2006) Freedom of Expression and Human Rights: Historical, Literary and Political Contexts. Brighton, Sussex and Portland, Oregon: Sussex Academic, pp. 1-216.

Gearon, L. (2004) Citizenship through Religious Education. London: Routledge, pp. 1-190.

Gearon, L (2003) The Human Rights Handbook: A Global Perspective for Education. Stoke-on-Trent and Sterling, Virginia: Trentham, pp. 1-181. [Cf. Jennifer de Forest, ‘Liam Gearon The Human Rights Handbook: A Global Perspective for Education’, Editor’s Review article, Harvard Educational Review, Fall 2004, 340-345: http://www.hepg.org/her/abstract/47

Gearon, L. (2002) Landscapes of Encounter: The Portrayal of Catholicism in the Novels of Brian Moore. Calgary: University of Calgary Press/ Michigan State University Press, pp. 1-296.

 

Edited Books

Gearon, L. (2018, forthcoming; delivery date 30 June 2018) The Routledge International Handbook of Universities, Security and Intelligence Studies. London and New York: Routledge.

Gearon, L. (2017) Education, Security and Intelligence Studies. London and New York: Routledge.

Kuusisto, A. and Gearon, L. (2017) Value Learning Trajectories: Theory, Method, Context. Münster: Waxmann.

De Souza, M. (Australia), Durka, G. (USA), Engebretson, K (Australia), and Gearon, L. (UK) (2010) International Handbook of Inter-Religious Education, Springer Academic Publishers [four volumes]; Gearon Volume 4 Inter-religious education for citizenship and human rights, with contributions in latter from Australia, France, Germany, Norway, Russia, Sweden, UK, USA, (67 chapters), pp. 1-1,175.

Hayes, M.A. and Gearon, L. (2006) Contemporary Catholic Theology: A Reader, Russian translation. St Petersburg, pp. 1-514.

Gearon, L. (2002) Education in the United Kingdom: Structures and Organisation. London: David Fulton, foreword by Professor Mike Newby, Chair of UCET, pp. 1-246.

Gearon, L. (2002) Human Rights and Religion: A Reader. Brighton and Portland: Sussex Academic Press, foreword by Professor Sumner Twiss, Distinguished Professor of Religion and Ethics, Florida State University pp. 1-395.

Hayes, M.A. and Gearon, L. (2002) Contemporary Catholic Education. Leominster: Gracewing, pp. 1-229.

Gearon, L. (1999) English Literature, Theology and the Curriculum London: Cassell, pp. 1-409.

Hayes, M.A. and Gearon, L. (1999) Contemporary Catholic Theology: A Reader. New York: Continuum. American Edition, foreword Professor Lawrence S. Cunningham, University of Notre Dame, pp. 1-514.

Hayes, M.A. and Gearon, L. (1998) Contemporary Catholic Theology: A Reader, Leominster: Gracewing, foreword by Bishop Rawsthorne, Bishop of Hallam, pp. 1-514.

 

Articles

Gearon, L. (2017) ‘Secularisation and the Securitisation of the Sacred: A Response to Lewin’s Framing of the Gearon-Jackson Debate’, British Journal of Educational Studies, org/10.1080/00071005.2017.1363375

[Cf. Lewin, D. (2017) Who’s Afraid of Secularisation? Reframing the Debate Between Gearon and Jackson. British Journal of Educational Studies 64 (2) org/10.1080/00071005.2017.1305182

[CF. Jackson, R (2015) ‘The Politicisation and Securitisation of Religious Education? A Rejoinder’ British Journal of Educational Studies, which I guest edited on Education, Security and Intelligence Studies, in which I published a critique of my own work.]

Gearon, L. (2017) ‘Paradigm Shift in Religious Education: A Reply to Jackson, or Why Religious Education Goes to War’, Journal of Beliefs and Values. DOI 1080/13617672.2017.1381438.

[Cf. Jackson, R. (2015) ‘Misrepresenting religious education’s past and present in looking forward: Gearon using Kuhn’s concepts of paradigm, paradigm shift and incommensurability’]

Gearon, L. (2017) ‘The Counter-Terrorist Campus: Securitisation Theory and University Securitisation – Three Models’. Transformation in Higher Education.

Kuusisto, A. and Gearon, L. (2017) ‘The Life Trajectory of the Finnish Religious Educator’. Religion and Education 44 (1): 39-53.

Gearon, L. (2016) ‘European Religious Education and European Civil Religion’, British Journal of Educational Studies, 60 (2) 151-169, anthologised in J. Arthur and L.P. Barnes (eds.) Religion and Education (Major Themes in Education). London and New York: Routledge.

Gearon, L. (2015) ‘Education, Security and Intelligence Studies’, British Journal of Educational Studies, 60 (3) 263-279,

Gearon, L. (2015) ‘The Counter Terrorist Classroom: Countering Extremism Through (Religious) Education?’ Religion and Conflict: Responding to the Challenges, Global Perspectives series, 1: 64-69.

Gearon, L. (2014) ‘The Paradigms of Contemporary Religious Education’, Journal of the Study of Religion, 27 (1) 52-81.

Gearon, L. (2013) ‘The Counter Terrorist Classroom: Religion, Education, and Security’, Religious

Education, 108 (2) 129-147.

Gearon, L. (2013) ‘The King James Bible and the Politics of Religious Education’, Religious Education,108 (1) 9-27.

Gearon, L. (2012) ‘European Religious Education and European Civil Religion’, British Journal of

Educational Studies, 60 (2) 151-169,

Gearon, L. (2012) ‘Politics, Literature, Education: The Literary Archive in Citizenship – PEN (Poets, Essayists, Novelists)’, Citizenship Teaching and Learning, 7 (3) 273-291,

Chapters

Gearon, L. and Kuusisto, A. (2017) ‘On Theory: Framing Value Learning in Life Trajectory Research – Being There, Getting There, Journey’s End’ in Kuusisto, A. and Gearon, L. (eds.) (2017) Value Learning Trajectories: Theory, Method, Context. Münster: Waxmann.

Kuusisto, A. and Gearon, L. (2017) ‘On Method: Researching Value Learning and Life Trajectories – Dialogue, Diversity and Inter-Disciplinarity’ in Kuusisto, A. and Gearon, L. (eds.) (2017) Value Learning Trajectories: Theory, Method, Context. Münster: Waxmann.

Gearon, L. and Kuusisto, A. (2017) ‘On Context: Value Learning and Life Trajectories Research In Situ – Historical-Political Systems, Spectrums of Value, Biographical Positionings’ in Kuusisto, A. and Gearon, L. (eds.) (2017) Value Learning Trajectories: Theory, Method, Context. Münster: Waxmann.

Gearon, L. (2016) ‘Global Human Rights’ in Peterson, R. Hattam, M. Zembylas and J. Arthur (eds.) The Palgrave International Handbook of Education for Citizenship and Social Justice. London: Palgrave Macmillan, 205-228.

Gearon, L. (2015) ‘Religion and Human Rights’ in K. Stuckrad, and R. Segal (eds.) Vocabulary for the Study of Religion (VSR), a landmark publication in the study of religion, four volumes. Leiden: Brill.

Gearon, L. (2014) ‘Augustine’, for D.C Phillips, Professor Emeritus, Stanford University (ed.) SAGE Encyclopedia of Educational Theory and Philosophy, a major work of educational reference with 300 invited international experts contributing.

Gearon, L. and Naval, C. (2013) ‘Foreword’ for Rachel Mason (ed.) Images and Identity Improving Citizenship Education though Digital Art.

Gearon, L. (2013) ‘Education and Religious Authority: Six Benchmark Questions for Framing an Enquiry’ in J. Arthur and T. Lovat (eds.) International Handbook of Religion and Values. London: Routledge.

Gearon, L. (2012) ‘The Securitization of Religion in Education’, in T. van der Zee and T. Lovat (eds.) New Perspectives in Religious and Spiritual Education. Münster New York Munich Berlin: Waxmann, pp. 215-233.

Gearon, L. (2012) Introduction, Cornelia Roux (ed.) Safe Spaces: Human Rights Education in Diverse Contexts, Rotterdam: Sense Publications, pp. 1-6.

Gearon, L. (2010) ‘Which Community, Whose Cohesion?: Community Cohesion and Religious Education: From Revolutionary Democracy to Liberal Democracy,’ in M. Grimmitt (ed.) Religious Education and Social and Community Cohesion. Great Wakering: McCrimmons, pp. 106-130.

Gearon, L. (2010) ‘The Totalitarian Imagination: Religion, Politics and Education’ in De Souza, M., Durka, G., Engebretson, K., and Gearon, L (eds.) International Handbook of Inter-Religious Education, pp. 933-947.

 

 

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